Phase Mathematics June 2014 Dr Lynn Bowie Team Members Dr Lynn - PowerPoint PPT Presentation

What’s in the CAPS Package? A Comparative study of the National Curriculum Statement (NCS) and the Curriculum and Assessment Policy Statement (CAPS): FET Phase Mathematics June 2014 Dr Lynn Bowie

Team Members  Dr Lynn Bowie, Mathematics Education Coordinator, Olico  Dr Zain Davis, Senior Lecturer in Mathematics Education at UCT  Mr Hector Nxumalo, Deputy Chief Education Specialist, KZN  Prof Poobhalan Pillay, Professor in Mathematics, Umalusi external moderator  Ms Leigh Pleass, Master Teacher, SABJE  Mrs Mariamma Raju, Senior Education Specialist, Eastern Cape

NCS CAPS Paper 1: Paper 1: Algebra, Sequences, Functions, Algebra, Sequences, Functions, Calculus, Finance, Probability Calculus, Linear Programming, Finance Paper 2: Paper 2: Coordinate geometry, Coordinate geometry, Transformation geometry, Euclidean geometry, Trigonometry, Statistics Trigonometry, Statistics (including regression and Paper 3: (done by <5% of correlation) Mathematics learners) Euclidean geometry, Probability and Statistics

NCS CAPS Paper 1: Paper 1: Algebra, Sequences, Functions, Algebra, Sequences, Functions, Calculus, Linear Programming, Calculus, Finance, Probability Finance Paper 2: Paper 2: Coordinate geometry, Coordinate geometry, Transformation geometry, Euclidean geometry, Trigonometry, Statistics Trigonometry, Statistics Paper 3: (done by <5% of (including regression and Mathematics learners) correlation) Euclidean geometry, Probability and Statistics

NCS: format and user-friendliness

NCS Learning Outcomes Learning Outcome 1: Number and Number Relationships Learning Outcome 2: Functions and Algebra Learning Outcome 3: Space, Shape and Measurement Learning Outcome 4: Data Handling and Probability

NCS Assessment Standards e.g. We know this when the learner is able to:

Exam guidelines

CAPS format and user-friendliness Introduction to the curriculum and assessment policy statements 1. Background , Overview, General aims of the South African Curriculum, Time allocation Introduction to Mathematics 2. What is Mathematics?, Specific Aims, Specific Skills Focus of Content Areas, Weighting of Content Areas, Mathematics in the FET Overview of topics per term and annual teaching plans 3. Specification of content to show Progression Content clarification with teaching guidelines (includes allocation of teaching time, sequencing and pacing of topics, topic allocation per term) Assessment in Mathematics 4. Introductions, informal or daily assessment, formal assessment, programme of assessment, recording and reporting, moderation of assessment, general

CAPS Topics  Functions  Number Patterns, Sequences and Series  Finance, growth and decay  Algebra  Differential Calculus  Probability  Euclidean geometry and Measurement  Analytical Geometry  Trigonometry  Statistics

CAPS: Overview of topics section Grade 10 Grade 11 Grade 12 NUMBER PATTERNS, SEQUENCES AND SERIES Investigate number patterns Investigate number patterns Identify and solve problems leading to those where there leading to those where there involving number patterns is constant difference is a constant second that lead to arithmetic and between consecutive terms, difference between geometric sequences and and the general terms is consecutive terms and the series, including infinite therefore linear general terms is therefore geometric series quadratic FINANCE, GROWTH AND DECAY etc

CAPS: allocation of teaching time

CAPS: Topic allocation per term

CAPS: Clarification column

Coverage

Coverage

Coverage 250 200 number of subtopics 150 NCS CAPS 100 50 0 Grade 10 Grade 11 Grade 12 overall

Summarising change in depth

Weighting of Mathematics in the curriculum Subject time allocation NCS the CAPS Total classroom time 4.5 hours per week 4.5 hours per week allocated for Mathematics in the phase % of total classroom time 16% 16%

Weighting (marks) 18% 16% 14% 12% 10% 8% 6% NCS Overall 4% the CAPS Overall 2% 0%

Entrance level requirements A facility with number and calculations with number  An understanding of number and number systems and the  generalisations of these properties using the language of algebra Some basic facility with the language of algebra  Understanding of the geometric meanings of the coordinates of points  in the Cartesian plane. Work with the geometry of lines and triangles and experience of  working with geometric shapes Basic understanding of collecting, organising and representing data  An orientation to mathematics that includes sense-making,  explanation, justification and application in context.

Comments on exit level outcomes Functions: move between different representations  Sequences and series: investigate different sequences, arithmetic and geometric  sequences and series Finance, growth and decay: interpret and solve problems based on situations relating  to interest and annuities Algebra: ability to work fluently with language of algebra  Calculus: basic, largely intuitive understanding of derivatives and ability to apply them  Probability: understanding of key ideas in calculating probability  Euclidean geometry: work with geometry of polygons and circles deductively.  Analytical geometry: Work with points, line segments, lines and circles on the  Cartesian plane Trigonometry: Work with trig functions and apply them to geometric situations  Statistics: Work with univariate and bivariate data 

Comments on exit level outcomes Functions: restricted list. Limited to functions given by  equations.  Calculus: meaning of 1 st derivative  Geometry: Notions of proofs and axiomatic systems  Trigonometry: Functions limited to domain -360 o to 360 o  Aims at generic level not sufficiently pulled through into body of curriculum (e.g. modelling, conjecturing, generalisation , justification and proof)

Comments  Cannot increase breadth Weighting of levels of cognitive demand Knowledge 20%  Look for places to Routine Procedures 35% increase depth Complex Procedures 30% Problem Solving 15% BUT

Performance in Maths NSC (pre-CAPS)